Building the Foundation for Noyce Master Teaching Fellowships in Mathematics

为诺伊斯数学硕士教学奖学金奠定基础

• 批准号: 2050642
• 负责人: Robin Hummel
• 金额: $ 7.05万
• 依托单位: Bank Street College of Education
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-01 至 2022-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2050642&HistoricalAwards=false
• 关键词: Building; Foundation; Noyce; Master; Teaching

The project aims to serve the national need of developing master teachers in mathematics by building capacity for the creation of an online master’s degree in educational leadership and mathematics. This project will serve national interest and the Noyce program’s intent by developing and evaluating teaching and leadership skills in elementary, middle school, and high school teachers of mathematics. This is important because this program has the potential to provide teachers with the knowledge and skill to increase student achievement in mathematics from kindergarten to high school graduation. Significant to this project is the identification of how to best recruit teachers from high-need school districts and the revision of a current 25-month master's degree, Bank Street’s current Leadership in Mathematics Education program (LME), to a modified “14-month online master’s degree in Leadership in Mathematics Education.” As a capacity building project, the information garnered is proposed to be used in developing a Track 3 Master Teaching Fellowships Noyce proposal. This project at Bank Street College of Education, a private, master’s degree granting institution, in collaboration with Gonzaga University, a private comprehensive university, includes partnerships with the New York City Department of Education and the Chicago Public Schools. Five goals guide the execution of this Capacity Building project. First is to conduct a needs assessment to inform the design of a Master’s degree in Leadership in Mathematics Education for a Master Teaching Fellowships program. Second is to solidify program design, curriculum, and course offerings for the master’s degree. Third is to pilot-test recruitment strategies for a master’s teacher program. Fourth is to build partnerships with high-need school districts and professional learning organizations and fifth is to secure matching funds in support of a future Noyce Track 3 submission. Central to the project’s intellectual merit is the understanding that can be gained by conducting a needs assessment of mathematics teaching and teachers from a wide array of high-need school districts including rural and urban. The project’s broader impacts lie in the foundation that is being laid for the revision of an online master’s degree program that would eventually prepare master teachers in theoretically and empirically based pedagogical practices grounded in the constructivist’s approach, coupled with leadership skills that will enable the mathematics master teachers to have an impact on student learning in their classrooms and across their campuses. Bank Street has partnered with a team of evaluators who will be able to gather and analyze qualitative data through focus groups and interviews, as well as obtain data on market research and curricular effectiveness of a current, similar master's program at Bank Street. The findings of this project are intended to support the creation of a Noyce Track 3 proposal and will be disseminated through national channels, including organizations that focus on the teaching of mathematics. This Capacity Building project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过建设创建教育领导和数学在线硕士学位的能力，满足国家培养数学硕士教师的需要。该项目将通过发展和评估小学，初中和高中数学教师的教学和领导技能来服务于国家利益和诺伊斯计划的意图。这很重要，因为该计划有可能为教师提供知识和技能，以提高学生从幼儿园到高中毕业的数学成绩。重要的是，这个项目是如何最好地招聘教师从高需求的学区和修改目前的25个月的硕士学位，银行街目前的数学教育领导力计划（LME），修改后的“14个月的在线硕士学位数学教育领导力。作为一个能力建设项目，收集的信息被提议用于制定第3轨道诺伊斯硕士教学奖学金提案。这一项目是在银行街教育学院（一所私立硕士学位授予机构）与贡扎加大学（一所私立综合性大学）合作开展的，包括与纽约市教育部和芝加哥公立学校建立伙伴关系。五个目标指导该能力建设项目的执行。首先是进行需求评估，为硕士教学奖学金计划的数学教育领导硕士学位的设计提供信息。其次是巩固硕士学位的课程设计，课程设置和课程设置。第三是对硕士教师项目的招聘策略进行试点测试。第四是与高需求学区和专业学习组织建立伙伴关系，第五是确保匹配资金，以支持未来的诺伊斯轨道3提交。该项目的智力价值的核心是通过对包括农村和城市在内的大量高需求学区的数学教学和教师进行需求评估可以获得的理解。该项目的更广泛的影响在于正在为在线硕士学位课程的修订奠定基础，该课程最终将为基于建构主义方法的理论和实证教学实践中的硕士教师做好准备，再加上领导技能，这将使数学硕士教师能够对学生在课堂和校园内的学习产生影响。银行街已经与评估团队谁将能够通过焦点小组和访谈收集和分析定性数据，以及获得市场研究和课程的有效性在银行街目前，类似的硕士课程的数据合作。该项目的研究结果旨在支持诺伊斯第三轨道提案的制定，并将通过国家渠道传播，包括侧重于数学教学的组织。这个能力建设项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。